2. Educating for Our
Common Future:
Building Schools for an Integrated Society
A Guide Book for Principals and Teachers
DEPARTMENT OF EDUCATION

3. Cover Image: Back Cover Image:
Jénine Swanepoel, 9. Senior Phase, Free Artwork by Marthinus Engelbrecht, Gr8
State, Hoërskool Sasolburg Hoërskool Die Adelaar, Gauteng
Titel: “Unity in Diversity - we have strength Title: “Whichever way you look at it,
in variety.” whatever the race: All is equal.”
Copyright Department of Education 2001
All rights reserved. You may copy material from this publication for use in non-profit education
programmes if you acknowledge the source. For use in publications, please obtain the written permission
of the Department of Education.
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4. Acknowledgements
This guide book has been produced by the Department of Education. It takes its guidance in the
first instance from the Constitution of the Republic of South Africa (1996) and the White Paper
on Education and Training (1995), as well as the more specific suggestions and ideas contained
in the Manifesto on Values, Education and Democracy (DoE, 2001). It has drawn extensively
from existing resources, especially Building Integrated Classrooms: An Educator’s Workbook
produced by the Centre for the Study of Violence and Reconciliation (CSVR) in 2002 and School
Management Teams: Managing Diversity produced by the Department of Education in 2000.
Extensive information collated in visits by the Department to schools in five provinces in 2003
was also used in the production of this book.
Chapter 7 is drawn almost entirely from School Management Teams: Managing Diversity, from
section 4.3, ‘Dealing with Conflict in Managing Diversity’.
Quotations in boxes that are not acknowledged are comments that have been made by individuals
directly to the DoE team producing the book.

5. The Constitution of the Republic of South Africa,
(Act 108 of 1996),
was approved by the Constitutional Court (CC) on 4 December 1996 and took effect on 4 February 1997.
PREAMBLE
We, the people of South Africa,
Recognise the injustices of our past;
Honour those who suffered for justice and freedom in our land;
Respect those who have worked to build and develop our country; and
Believe that South Africa belongs to all who live in it, united in our diversity.
We therefore, through our freely elected representatives, adopt this Constitution as the supreme law of
the Republic so as to
Heal the divisions of the past and establish a society based on democratic values, social justice and
fundamental human rights;
Lay the foundations for a democratic and open society in which government is based on the will of
the people and every citizen is equally protected by law;
Improve the quality of life of all citizens and free the potential of each person; and
Build a united and democratic South Africa able to take its rightful place as a sovereign state in the
family of nations.
May God protect our people.
Nkosi Sikelel’ iAfrika. Morena boloka setjhaba sa heso.
God seën Suid-Afrika. God bless South Africa.
Mudzimu fhatutshedza Afurika. Hosi katekisa Afrika.

6. Contents
1 Foreword.........................................pg 1 4 Signposts -
The Policies Guiding
2 Introduction ....................................pg 2 Integration in Schools ...................pg 12
• Integration since 1994 • The Vision of a Non-Racial,
• Purpose of this Book United and Democratic
• Questions for Further Reflection South Africa
• Access
3 Reflection - • An Inclusive Approach
The Reality of Our Schools ...........pg 4 • Employment of Educators
• Challenges Facing Education: • Curriculum
Racial Discrimination • Questions for Further Reflection
• What is ‘race’?
• Different Shades of Racism 5 Portrait of an
• Discrimination Leaves a Integrated School...........................pg 18
Lasting Imprint • What a Casual Visitor Would See
• Where do We Go to from Here? • The Ethos of an Integrated School
• Questions for Further Reflection • Questions for Reflection

7. 6 Taking the School 8 When the Pot is Simmering or
on a Journey- When the House is on Fire –
Strategies for Transformation.......pg 24 Dealing with Conflict......................pg 42
• Acknowledge the Need for Action • When the Pot is Simmering:
• Call in a Facilitator Dealing with Conflict in the
• Assess the Problem Integrated School
• Get the Views of all Role-Players • Teaching Conflict Resolution
• Set up a Task Team to Work on a Draft • • When the House is on Fire:
Strategy the Path of Conflict
• Get Support for the Strategy • Some Guidelines for Dealing
• Set up a Group for Implementation and • with Conflict
Monitoring • The End of the Line
• Review Progress of the Strategy • Questions for Reflection
• Questions for Reflection
9 Resource Agencies ........................pg 48
7 Towards a Common Future –
Promoting Integration
Amongst our Youth ........................pg 32
• Strategies from the Manifesto on
Values, Education and Democracy
• Practical Ideas
• Signs of Racism Amongst Learners
• Questions for Reflection
Educating for Our
Common Future:
Building Schools for an Integrated Society
A Guide Book for Principals and Teachers

8. 1 Foreword
Foreword
Recent media and research reports suggest
that despite major advances achieved since
the first democratic elections, the educational
experiences of a number of learners in South
African schools are still dominated by the
spectre of race. This is despite the fact that
we have dismantled the apartheid legislative
framework that institutionalised racism in the
education system.
We have always recognised that the first phase of I strongly believe that education is an essential
educational reconstruction in the post-apartheid aspect of meeting the challenges posed by
era would be about creating the framework integration. The motto of our Coat of Arms, “!ke
within which the apartheid legacy could be e: /xarra / / ke” which literally means “diverse
confronted and dealt with. Apartheid and its people unite” reminds us of our historic duty to
brutal legacy however still haunt the nation’s respect the desires, needs and dreams of all those
classrooms. The first decade of freedom has who enter our schools and classrooms. We cannot
taught us, often very sharply , that life in the new live successfully as communities and as a nation
South Africa has its own challenges, sometimes if we do not respect each other’s differences,
very similar to the challenges of the past. One whilst recognising how these diverse elements
such lesson is that real renewal can only occur shape the road ahead into unity and our common
if teachers, managers, parents and communities destiny.
recognise the importance of changing the old
ways of doing things. This implies commitment This is the first in a series of publications that is
to redress, equity and transformation at an aimed at assisting our schools to deal with issues
institutional level. of integration. I hope that school communities
will find this publication useful and that it will
The importance of this guide book is that it contribute to the building of more integrated
recognises that systemic change can only occur schools and communities. Only by combining
if teachers, school governing bodies, managers our efforts will we be able to rid our schools and
and local communities commit themselves to communities of the scourge of racism. Nation-
the change process. Accordingly, the guide book building and reconciliation are the challenges
recognises that the role of all stakeholders is that we must be involved in. But first, we must
vital if racial integration is to be successfully exorcise all manifestations of prejudice, which
achieved. Furthermore, the book acknowledges leads to discrimination.
that contexts and conditions differ and that
a “one-size-fits-all” approach is necessarily
doomed to failure. It provides guidelines and
suggestions on how to deal with the challenges
of integration without being dogmatic or
prescriptive. The strength of this publication is Prof Kader Asmal, MP
that it encourages school communities to reflect Minister of Education
on their own situations and to find their own January 2004
solutions in line with the values and principles of
our Constitution.

9. Introduction 2
Introduction
South Africa has achieved a miracle by ensuring we can safely say that the vision expressed in our
a peaceful transition from a racially divided past Constitution has been shared with all educators
to a stable democracy. This is nowhere more and that this vision has been realised in all our
evident than in our education system. In the short institutions. One aspect of this vision that still
space of 10 years, we have made the change from has to be realised, is that of a truly non-racial
18 racially divided Departments of Education, school system, where every school is either
to one National Department, with 9 Provincial racially integrated, or preparing students to live
Departments of Education, each guided by the in a integrated society.
Constitution of the Republic of South Africa and
a unitary set of policy documents. The school has a significant role to play in
ensuring that our learners are equipped to become
Despite the existence of progressive and far- proud and active citizens in post-apartheid South
sighted policies, and despite the relatively Africa. The school is a microcosm of society. It
peaceful transition to a non-racial democracy, is the springboard from which learners acquire
there is a great deal of work to be done before the knowledge, skills, values and attitudes with

10. 3 Introduction
which to respond to the challenges and potential The need for integration poses complex
presented by our rich and varied multicultural challenges, and responses which are appropriate
society. The failure to utilize schools to to the specific contexts. When strategies are
contribute to a common future represents a implemented, new and unanticipated challenges
short-sighted and stunted approach to education. present themselves. For these reasons the book
provides comments, hints and suggestions, but
“We are convinced” 2
not an actual recipe for change. A book cannot
We are convinced that as a people, both black and provide readers with all the ideas and support
white, we have the wisdom, ingenuity and sensitivity required to embark on an extensive course of
to the human condition that will drive us to overcome action with regard to integration. For further
the demon of racism. support, readers should use some of the resources
President Mbeki
indicated in Chapter 8, especially on in-service
training and human rights and the curriculum.
Purpose of the Book
The aim of this guideline book is to support Questions for Further
principals, School Management Teams (SMTs), Reflection
School Governing Bodies (SGBs) and teachers
to develop schools which are aligned to the
• How will you use this book at your school?
principles of the Constitution, in particular, to
the principle of non-racialism. (Will you get other educators and parents to
discuss it with you?)
Achieving racial integration requires change at
an individual as well as institutional level. The References
book should have an impact on your vision of
yourself:
Centre for the Study of Violence and
• that you understand how you can guide your Reconciliation (CSVR) 2002.
learners towards living in an integrated and Building Integrated Classrooms; an Educators’
united South Africa; Guide. Johanneshburg: CSVR.
• that you understand difference, see it as a
strength and an opportunity; Constitution of the Republic of South Africa,
• that you acknowledge conflict and problems, 1996.
but see for yourself a constructive role in
dealing with these; and Department of Education (DoE) 2001.
• that you see yourself as a leader, guiding
Manifesto on Values, Education and Democracy.
learners to a common future, in a journey in
which you learn alongside others. Pretoria.
The book focuses on contexts of mixed race Department of Education (DoE) 2000.
schools, but it provides advice for all schools in School Management Teams: Managing Diversity.
South Africa, as all schools should teach learners Pretoria.
how to live and work in a non-racial society.
The book looks at other forms of division Department of Education (DoE) 1995.
and discrimination which present a challenge Education and Training White Paper.
in education as well, for example, ethnicism, Pretoria.
xenophobia or discrimination towards people
living with HIV/AIDS.

11. Reflection - The Reality of Our Schools 4
Reflection
3
The Reality of Our Schools

12. 5 Reflection - The Reality of Our Schools
Integration since 1994 still remains a challenge to ensure that all schools
teach learners how to learn and live together in
The integration of schools in South Africa mutual understanding and harmony.
since the end of apartheid in 1994, is a shining
example of how ordinary people can embrace Nine years after the first democratic election,
change. The relative ease of this transition there is still much evidence that racism exists in
from segregated to desegregated schooling is our schools.
in no small measure due to the cooperation and
goodwill of managers, teachers and parents. In 1999, it was reported that the South African
Evidence of this transition is that: Human Rights Commission (SAHRC) legal
department received the second highest number
• a total of eighteen educational departments of complaints regarding racism, from the
based on race, province and homeland education sector. In a study conducted by the
administrations, have been amalgamated SAHRC in 1999, 62% of the 1 700 learners
into one national and nine provincial surveyed from ex-Model C (white), House
departments; of Representatives (coloured) and House of
• students write common matriculation Delegates (Indian) Department high schools, felt
examinations in each province, based on a that there were racial problems at their schools.
common national curriculum; and The report includes reports of racism towards
• many schools now have students from a students as well as minority black teachers.
variety of language and race backgrounds.
While noting the attempts made by some
schools to integrate, including certain schools
‘Magnificent spirit of acceptance’ 2 whose practices should be studied as models
of good practice, a Mpumalanga Department of
The happy mix that we have now, where our Education study (2001) observed the following
enrolments are over-subscribed every year, is an exclusionary practices at schools:
astonishing transformation and one that bears
testimony to the magnificent spirit of acceptance
and respect that we can enjoy in South Africa today. • exclusive use of a language, usually Afrikaans,
Sunnyridge Primary School received a Presidential which learners cannot understand;
National Award for Racial Integration on 13 March • exclusion of learners by charging high fees;
2003 at the Most Improved Schools Award Ceremony • recruitment of learners from outside the
held at the Presidential Guest House in Arcadia,
Pretoria. We are extremely proud of this.
catchment area to keep black learners out;
Own source • scheduling of SGB meetings at times when
black parents cannot attend;
• no provision of the dominant African language
as a first language subject;
Challenges facing Education: • staff profile being predominantly or exclusively
Racial Discrimination white, while the learner profile is mixed;
• encouraging black and white learners to sit
The integration of schools did not occur without separately at assembly or during breaks;
problems. It remains a challenge to ensure • imposing a foreign culture on black students,
that all learners share the same opportunities for example with regard to “ontgroening”
to receive a good quality education, and it still (initiation);
remains a challenge to ensure that schools • limited provision of sporting codes, for
provide equal access to all learners who live example soccer;
within a school’s vicinity, irrespective of social • amalgamation of schools into combined
class or colour. It remains a challenge to ensure schools in a single set of premises, to avoid
that schools treat all learners with respect, and it integrating;

13. Reflection - The Reality of Our Schools 6
• discriminatory practices with regard to Poem against Xenophobia 2
discipline for different race groups; and
• discouraging or preventing black learners Don’t hate me because I come from a different
from studying mathematics or commerce in land.Don’t hate me because I’m smart and you don’t
understand,Because I speak a different language
the higher grade. and live a certain way.Don’t hate me because I’m
better at a sport that you play.Don’t look at me with
Defining Racism and Racial piercing eyes when you see me walk by.Don’t curse
me when I retaliate and then wonder why.Remember
Discrimination when I knocked at your door and you did not let me
in,Because I’m the incorrect nationality and have
In 1965 the General Assembly of the United the wrong colour skin.Some hate me for what I
stand for and some for who I am.Some hate me
Nations adopted the International Convention because of envy and some hate me because they
on the Elimination of All Forms of Racial can,But whatever your reason is, think before you
Discrimination. Here racism is defined as any do,Because the next person that decides to tour my
distinction, exclusion, restriction or preference country could be you!
based on race, colour, descent or national or Samkele Tsipa, Produced for the Schools’ Competition to mark World Refugee Day,
ethnic origin, which has the purpose or effect 20 June 2002
of nullifying or impairing the recognition,
enjoyment or exercise, on an equal footing, What is ‘race’?
of human rights and fundamental freedoms in
political, economic, social, cultural or any other There exists no scientific basis for the racial
field of private life. classification of human beings. Biologically
speaking, people with different colour skins,
Racial discrimination in the school setting can be heights or facial features are all members of the
defined as the intentional or unintentional denial human race.
of the right to participate fully in the education
process - or the denial of the dignity or self- Humanity originated in South Africa 2
expression - of an individual learner, educator,
manager or parent or group, on the basis of As a result of rigorous investigations by numerous
race. scientists, spanning many years, we now know that:
• South Africa and other African countries have
This book refers to racism, racial discrimination yielded fossils that prove beyond any doubt that
humans originated in Africa, and it was in Africa
and discrimination, as it is not always easy to that they began to walk on two feet and developed
make distinctions between these phrases. Racism the ability to adapt continuously to their changing
in South Africa has been demonstrated by conditions;
individuals from all communities: African, white, • modern technology originated in East Africa, where
Indian and coloured. However, since racism is the first stone tools were manufactured and used;
• our early human ancestors first controlled and
experienced most sharply in situations where it is made fire in South Africa.
aligned with differences of power and resources,
and since it was legislated by a white power Foreword by Thabo Mbeki to The Official Guide to the Cradle of Humankind, Hilton-
Barber and Berger 2002
block in the form of apartheid, racism is still most
commonly associated with attitudes of ‘whites’ In the last two to three centuries, we have
towards ‘blacks’. It is important to bear in mind developed the habit of treating people differently,
that other forms of discrimination do occur, for according to the racial categories that we have
example, tribalism, ethnicism, xenophobia or developed. The impact of discrimination based
sexism. A community might bear the brunt of on individuals’ superficial features, is that people
racial discrimination, but this does not mean experience life’s opportunities differently.
that it itself does not practise a different form of Although the idea of ‘race’ is not based on
discrimination, for example, xenophobia. scientific truth, it is real in the sense that it affects

14. 7 Reflection - The Reality of Our Schools
how we see ourselves and how we treat each South Africa” said the SGB chairperson. According
other. Because we have not yet developed an to the provincial spokesperson, allegations that
black and white Learners’ Representative Council
adequate vocabulary to deal with our common
(LRC) members were seated separately during their
identity as South Africans, and because we are inauguration function, were “unfounded”, as the
still grappling with change, we still use old children themselves chose to sit apart, and some
categories that sometimes cause discomfort, black pupils and their parents walked out in protest.
such as “black”, “Indian”, “coloured” or “white”.
Racial tension peaked at the school in 1996 when
These words will therefore be used in this book.
education authorities started integrating black and
white pupils.
Different Shades of Racism
A black pupil was arrested after allegedly stabbing a
white girl because she allegedly called him a “kaffir”,
Discrimination varies in both degree and kind. and the school tried to expel a Grade 8 pupil when he
An extreme version is when principals simply accidentally touched a white girl’s breast.
refuse to accept certain pupils to their schools, or
when pupils refuse to accept certain teachers, on Black parents complain that white pupils regularly
use derogatory language, and that their children
the basis of race, poverty or ethnic affiliation.
are discriminated against by the largely Afrikaans-
speaking staff.
Teachers chased away 2
The two boys subsequently appeared before a
Schooling has been disrupted at a rural Mpumalanga disciplinary hearing and according to the provincial
school after learners closed off the entrance to get rid spokesperson, “They showed remorse for their
of two white teachers and their principal. … Placard actions and were [strongly] reprimanded”.
wielding, toy-toying students surprised teachers amalgamation of two 2003 newspaper articles
when they blockaded the entrance with stones,
burning tyres and furniture last Thursday. They also
chanted, “Kill the boer! Kill the white!”
Sometimes principals or teachers discriminate
Daily Sun 23 July 2003
against pupils without realizing they are being
racist.
Another extreme or visible kind of discrimination 2
Discrimination in the classroom
is when learners or their communities resort to
violence. This is often the result of managers not If, in class, the teacher sees me talking with Menzi,
acting when there are problems, or being seen to maybe we are talking about work, he or she will send
take the side of one group. the black kid out of the classroom and leave me to
continue, even if I am the one who is wrong.
Racial tension spirals 2 Department of Education 2000 p. 54
At Ben Viljoen High School in Mpumalanga Province,
two white pupils waved the old South African flag
and swore and spat at their black schoolmates. Sometimes racism is exhibited by sheer
The education department overruled a school- indifference or contempt for the suffering or
governing body (SGB) decision to merely reprimand need for human dignity of people of another
the boys and ordered that the pupils undergo a colour.
disciplinary hearing. “We received the SGB’s report
but decided that the policies of the South African
Schools Act (SASA) be followed”, said a provincial Indifference towards needs of learners 2
spokesperson.
A small number of teachers, particularly in English
The SGB chairperson said the two pupils had been and Afrikaans contexts, expressed indifference or
acting in response to provocation by some black annoyance. A case in point is the principal of a
pupils. “We spoke to both kids and their parents, and conservative high school. … When he was asked
explained that their actions were not good for the new how the school was responding to the challenges

15. Reflection - The Reality of Our Schools 8
of change with regard to language, he used the Denial of difference is a short-term and
metaphor of an uninvited guest. He reported that the superficial approach, as it does not take into
school did not have a problem with other learners,
account the complexity of social relations across
except those who had come to the school ‘through
the window’. According to him, there was no colour, religious or linguistic boundaries.
language support programme in the school because
‘if learners choose to come here, they must learn to You cannot ignore colour 2
cope’.
Department of Education 2000 p. 53/4
In the beginning I used to say, “we must forget about
colour”, but if we just keep quiet, those suspicions we
have don’t come out. If we say all children are the
same, of which they are not, we cannot handle them
Racism or discrimination can also be the same way. For example black children come in
demonstrated by denying that there is any and sit down, as they don’t want to be higher than
difference between learners of different groups. you. White children will wait until they are asked
to be seated. So we have to understand different
This is sometimes referred to as “colour backgrounds. We must talk about it, with respect.
blindness”. The school also has cultural days and food stalls
every year. We have to talk about our differences,
Race was denied, but living in the room 2 even the children. You cannot ignore colour, but
you cannot just concentrate on it. We have common
I just wanted to comment on a multiracial school in values that we share.
the Eastern Cape. No one talked of race or racism, Interview with principal of a school which won an award for racial integation
but there was a tone among educators that reflected
a clash of stereotypes and perceptions rooted in
our past. These were the same educators who
pretended as if race was not part of the reality of Discrimination is also caused when teachers or
their schools, articulating a common line when race principals generalize about individuals, label
was raised as an issue, ‘black or white, children are students or make assumptions about them.
all the same’. But black children were regarded as
They do not explore the issues in any detail, but
‘disrespectful’. I noticed that some of the examples
they gave, demonstrated different understandings advance their own explanations.
of respect. They said that it was disrespectful for a
learner to sing in the hallways. They said that black Seeing children as deficient 2
learners did not ‘respect property’ because they
never brought their own scissors and were always A teacher from an [English language] high school
borrowing other learners’ scissors. There was also described some learners as not ‘culturally enriched’,
a funny race dynamic about parental involvement. while another referred to African-language speakers
White parents and white educators said that ‘black as learners from an ‘input deprived’ background.
parents don’t care about education’. Black parents
expressed a hesitation to participate in school life Department of Education 2000 p. 53
because of unstated rules, which they felt judged by.
There were all these ways in which ‘race’ was denied,
and yet was living in the room.
Attempts to celebrate diversity at a school can
Department of Education 2002 p. 35 also lead to a form of racism, for example when
the school emphasizes superficial differences,
such as food or dress, at the expense of deeper
The problem with “colour blindness” is that issues of power, and the fact that learners
denying difference does not help to deal with the do not always like to be singled out for their
challenges it poses. In situations where difference differences.
is denied, one culture, usually the most powerful,
dominates. Other cultures are repressed and subtle
forms of discrimination often flourish. These
occur even in situations where the management
believes it has done what it should, in order to
ensure school integration.

16. 9 Reflection - The Reality of Our Schools
Dangers of celebrating difference 2 are, it’s me, I must just learn to live with this.” It is
clumsily also difficult if you keep complaining because you
draw attention to yourself in a context where you are
expected to conform.
My daughter was very upset about an incident that
happened at her school, where the teacher asked her Own source
to prepare a song from her Zulu culture to sing at the
school. But she doesn’t know any Zulu songs, and
Sometimes the legacy of discrimination is in the
when she told the teacher this, the teacher told her
not to be ashamed of her background. form of psychological damage, where a learner
might genuinely begin to feel inferior to others.
Own source
A low self-image can lead to depression and
anxiety.
We are atheists, and were totally irritated by the
school’s decision to make each group pray in their
own group in the morning assembly. So Tauriq was Discrimination hurts 2
told to pray with the Muslims. He said to me, “Daddy,
I want to pray with the other children”. In the school’s When the child with HIV tells other children that he
attempts to be multicultural, they ended up dividing has HIV they don’t love him because they think they
the children even more. will get that disease. And they start to hate him and
beat him at school. The child will cry and say ‘I want
Own source
to die’ because people do not treat him the way they
were treating him and his friends.
University of Cape Town 2001 p. 19 (adapted)
Discrimination Leaves a
Lasting Imprint
The impact of discrimination might be on the
Discrimination has a negative influence on functionality of the school. Student alienation,
individual learners and educators, and on conflict, violence or protests prevent normal
the school as a community. This influence is teaching and learning from occurring.
within the psychological, cultural and academic
domains. Through its influence on individual Student alienation 2
students who graduate to become adults, parents
and leaders in the community, discrimination at During a discussion with learners at the school,
a complaint about racism emerged from a black
school leaves a lasting imprint on the society as student, who said: “We have rugby, cricket, but no
a whole. soccer! We have complained about this so many
times to educators and the headmaster, but they
The failure of principals or teachers to always make up some excuse”. He went on to say
acknowledge that some might be suffering that that was one of the reasons why more blacks got
into trouble at school: “some of my friends smoke and
from real or even imagined slights, leads to drink and get into fights, but they say there’s nothing
the withdrawal of individuals into a cocoon of else to do and the educators in the school don’t care
silence, anger or despair. about them anyway. The educators are always telling
us how there are more discipline problems amongst
‘Racism is a trap’ 2 the black students”.
Department of Education 2002 p. 36
People have done things that hurt a lot. Sometimes
someone doesn’t intentionally mean to hurt you or
is not consciously giving the message. You might
perceive something as being racist or sexist, that was Discrimination can impede the academic
totally devoid of those connotations, but it hurts you performance of a learner, who might feel
all the same. Many people, especially black people undermined in the class.
with the issues of racism begin to internalize it. A
person may then say, “Oh, I’m not going to confront
her/him about it, because that is just the way they

17. Reflection - The Reality of Our Schools 10
Teacher’s attitudes affect academic 2 Not all schools which have students from
performance more than one racial background are racially
“integrated” in the manner described in the
I am a Venda speaking person. My second language various chapters of this book. It would also
is English. I had a very confusing background about be illogical to describe schools with students
my second language. At school, few pupils were
English speaking including our teachers. The rest
of one race group only as “racially integrated”.
were Blacks who didn’t know English, like myself. However, all schools can teach learners how to
At first I was forced to learn English so that I could behave in a racially integrated society.
communicate with others at school. Although I started
to like English, it was still difficult for me to speak it Racial integration further implies that:
well because of my teacher’s attitude towards those
who do not know and understand English well. My
English teacher was an Indian. She was very cruel. • all human beings are seen as equal,
For example, if she told you to read a paragraph and irrespective of class, colour, religion, gender
you pronounced a word the way she didn’t like or and other categories;
wrongly, she would say to you, “My child, why are you • diversity in student and staff profile is seen as
bothering yourself by coming here everyday?”
a strength;
Own source • differences are acknowledged, discussed -
and celebrated where appropriate;
• differing needs are catered for and the legacy
Discrimination affects the perpetrator, who of past discrimination is taken into account;
might develop a false sense of superiority and • different needs are not catered for via
entitlement. Other negative influences on the separation of students into parallel structures;
perpetrator are isolation, mistrust or fear. In • an active stance is adopted, in order to promote
sum, racism does not hurt the individual learner mutual understanding and reconciliation; and
or teacher alone. It impoverishes the culture of • all individuals, irrespective of colour, class
the school, the community and the country. or religion, are seen as participants in the
process of promoting racial integration.
Where do we go from here?
All schools have areas in which to improve,
It is important that as we plan to make our no matter how many steps they have taken
schools more integrated, we understand what we to achieve racial integration. The following
mean by “racial integration” in schools. chapters provide some advice about how to
achieve school integration. Chapter 3 provides
Defining racial integration information about the policies which guide
school integration.
Racial integration implies that individuals from
all racial backgrounds enjoy the rights to access Questions for Reflection
and participation in all aspects of the management
and services of the institution. This participation Place your school along the spectrum: 2
is reflected in the composition, outputs practices
and culture of the institution. It refers to the totally divided truly integrated
extent to which schools have made a conscious
very discriminatory totally inclusive
attempt to respond to the needs of historically
disadvantaged groups and help learners form highly conflictual thoroughly harmonious
relationships with others, irrespective of colour
or creed.

18. 11 Reflection - The Reality of Our Schools
• As an individual, do you practise direct or References
indirect discrimination? Use the following set
of questions to help you reflect: Centre for the Study of Violence and
Reconciliation (CSVR) 2002.
Have I, through inaction or direct Building Integrated Classrooms; An Educators’
victimisation, Workbook. Johannesburg.
denied a learner or a parent an opportunity Department of Education (DoE) 2000
to participate or voice an opinion? Language in the Classroom; Towards a
denied a learner or a parent access to Framework for Intervention.
resources?
denied a learner or a parent access to Hilton-Barber, B. and Berger, L. 2002.
services? The Official Field Guide to the Cradle of
denied a learner or a parent their right to Humankind. Cape Town: Struik.
human dignity and self respect?
Mpumalanga Department of Education. 2001.
• What are the signs demonstrating how Report on Diversity in Educational Institutions.
divided, discriminatory or conflictual, your
school is? University of Cape Town (UCT). 2001.
• How would you penetrate beneath the surface National Children’s Forum on HIV/AIDS.
to determine if there is covert and subtle Workshop Report
discrimination at your school?
• What impact does overt or subtle South African Human Rights Commission.
discrimination have on the school as a 1999.
learning institution? Racism, ‘Racial Integration’ and Desegregation
in South African Public Secondary Schools.
Suggested Further Reading
A full set of definitions of terms relating to
discrimination are provided in: ELRU (1997)
Shifting Paradigms; Using an Anti-bias
Strategy to Challenge Oppression and Assist
Transformation in the South African Context.
Cape Town: Rustica Press

19. Signposts - The Policies Guiding Integration in Schools 12
Signposts
4
The Policies Guiding Integration in Schools

20. 13 Signposts - The Policies Guiding Integration in Schools
The Vision of a Non-racial The values highlighted are:
United and Democratic • democracy;
South Africa • social justice and equity;
• equality;
Since 1994, the Department of Education has laid • non-racism and non-sexism;
a clear policy foundation to define the kind of • ubuntu (human dignity);
education system envisioned in the Constitution • an open society;
of the Republic of South Africa (1996) • accountability (responsibility);
– a vision of a society “based on democratic • the rule of law;
values, social justice and fundamental human • respect; and
rights” (preamble). All the policies developed • reconciliation.
by the Department of Education provide an
understanding for school government and Use of the guidance provided by policy should
management, about the responsibilities of thus be undergirded by an understanding of the
schools to learners, educators and parents, with values and principles which inform these policies,
regard to racial integration. This chapter covers and by the vision of our society that has been
only the national policies, and principals would expressed in the Constitution. The spirit in which
be advised to consult with provincial officials to this journey towards racially integrated schools
get more specific guidance. should be undertaken, should be one of open
debate and honesty, and an ability to reflect on
There has been a tendency amongst some one’s own institution and one’s role therein. This
principals and School Governing Bodies to spirit of self reflection leading to concrete action
manage schools according to the letter of the is described in the White Paper on Education and
law rather than according to the principle, and to Training (1995), which called for “An Action
use loopholes where possible, in order to avoid Plan for Human Rights in Education”, beginning
genuinely allowing racially integrated schools to with a “frank and searching self-examination,
flourish. For example, schools have attempted within every department and institution of the
to maintain racial exclusivity by using criteria education system, of its own practice, tested
such as language proficiency in order to keep against the Constitution’s fundamental rights
English or African language speaking students requirements”. This should lead to action plans
out of schools. For these reasons, this chapter is in all institutions, “so that there is a purposeful,
not merely about what policy dictates – it is also incremental improvement in human rights
about the values and spirit guiding the policies practices throughout the system” (1995:45).
and practices of the educational system.
Access
It was with concern for the lack of a genuinely
shared set of norms, that Minister Asmal
Policy guidelines provide indications of how the
appointed the first working group to report on
integrated school should be governed in terms
the values which should be guiding the policies
of access, respect for difference, employment of
and practices of officials, principals and teachers.
educators and the management of the curriculum.
The final report, entitled Manifesto on Values,
Guidance on how to administer the access policy
Education and Democracy, was published in
of a school is provided by the National Education
2001. This report highlights ten Constitutional
Policy Act of 1996, which commits the state to:
values, which guide both the practice and the
spirit of governance and teaching at all schools.

21. Signposts - The Policies Guiding Integration in Schools 14
“enabling the education system to contribute An Inclusive Approach
to the full personal development of each
student, and to the moral, social, cultural, The concept of racial integration is very closely
political and economic development of the linked to that of “inclusive education”, which
nation at large …” is defined in White Paper 6: Special Needs
Education – Building an Inclusive Education
The rights guaranteed by this Act to every citizen and Training System of 2002. This paper deals
are the following: with learners with “special needs”, which, in the
past, were seen as learners with mild or severe
• to be protected from unfair discrimination learning difficulties. The new approach implies
within or by an education department or that some learners have needs which are different
educational institution on any grounds to those of the majority, or different to those
whatsoever; which the school has traditionally catered for in
• to basic education and equal access to the past. These needs may pertain to biological
educational institutions; needs such as being hard of hearing, or needing
• to be instructed in a language of choice, where a wheelchair, or they may pertain to social needs
reasonably practicable; arising out of poverty, such as lack of nutrition or
• to enjoy freedom of conscience, religion, warm clothing. They may also pertain to issues
thought, belief, opinion, expression and arising out of difference, for example, having
association; a different home language from that of other
• to establish education institutions based on learners at the school. In all instances, the policy
a common language, culture or religion, requires that the school:
as long as race is not used as a basis for
discrimination; and • recognises and respects the difference among
• to use the language and participate in the all learners and builds on similarities;
cultural life of his or her choice within an • supports all learners and caters for a full range
education system. of learning needs;
• overcomes barriers that prevent it from
When devising an access policy for a school, meeting the full range of learning needs; and
one should not merely focus on one right, for • increases the capacity of educators to cope
example, “to use the language and participate with all forms of learning needs.
in the cultural life of his or her choice within
an education system”, while ignoring the larger
issue; that the access policy of a school cannot
Employment of Educators
use race as a basis for discrimination – neither
The employment of educators plays a crucial
overtly, nor covertly, for example, by using
role in promoting racial integration in schools.
language or fees as a cover for exclusion. In
A diverse teaching corps facilitates the
this instance the spirit of protection from unfair
contributions of a wide variety of cultures, and it
discrimination or the right to the full personal
encourages students from all racial backgrounds
development of each student, must weigh more
to see role models in the teaching body. This
heavily than the right to “establish education
position is amply supported by policy, for
institutions based on a common language”. If
example the Employment Equity Act of 1998,
various rights are seen to collide in this manner,
which prohibits unfair discrimination and
a school or community should find creative
promotes affirmative action in order to ensure
ways to resolve them, rather than to practise
representativity of designated groups with regard
exclusion.
to race, gender and disability in the workplace.
The Employment of Educators Act of 1998,
further stipulates that the filling of any post on

22. 15 Signposts - The Policies Guiding Integration in Schools
any educator establishment shall be with due • develop empathy for more vulnerable
regard to equality, equity and the principles of the members of the community; and
Constitution. The ethical conduct of educators • appreciate working democratically.
with regard to racial integration is governed by
the South African Council for Educators Act The Revised National Curriculum Statement for
of 2000. This act provides for the possibility Grades 0 – 9 of 2002 is based upon the principles
of sanction against educators who practice of social and environmental justice, human rights
misconduct, including that of discrimination or and inclusivity. Elaboration of the way that
abuse. The Norms and Standards for Educators teaching the new curriculum can foster racial
of 2000 sets clear parameters for how educators integration, is provided within the statements
should promote racial integration in schools. for each learning area, most notably within Life
Three of the seven roles of an educator deal Orientation, the Human and Social Sciences,
directly with this: Language, Literacy and Communication, and
Arts and Culture.
• as a learning mediator, the educator is called
upon to mediate learning in a manner that Guidance on the use of language as medium
is sensitive to diverse needs of learners, and as academic subjects is provided by the
show respect for differences of others Language in Education Policy of 1997, which
and appropriately contextualise learning requires that all schools should:
materials;
• as a leader, administrator and manager, • pursue the language policy most supportive of
an educator is called upon to work in a general conceptual growth amongst learners;
democratic fashion; and
• as part of the educator’s citizenship and • counter disadvantages resulting from
pastoral role, an educator is expected different kinds of mismatches between home
to uphold the Constitution and promote languages and languages of learning and
democratic values and practices in school and teaching.
in the wider society.
The implications of this policy are that schools
Curriculum might need to employ educators who can teach
the languages understood by a significant
The direction for teaching within integrated number of students at the school; encourage
schools, and for successful living in an monolingual or bilingual educators to learn the
integrated society, has been provided by all languages understood by significant numbers
curriculum documents, beginning with the of students at the school; or provide additional
South African Qualifications Authority Act of languages as subjects, in order to consolidate the
1995, which specified the critical outcomes that academic language use of significant numbers
must be considered when designing learning of students. The language issue remains tricky,
programmes. One of the critical outcomes is: to as it requires balancing matters of human
“work effectively with others in a team, group, resource deployment, competency, emotion and
organisation and community.” This implies that perceptions of status.
the learner will:
• develop civic mindedness;
• develop tolerance for difference (racial,
religious, cultural, gender) within the group;
• appreciate the importance of making a positive
contribution to the group and society;

23. Signposts - The Policies Guiding Integration in Schools 16
Questions for Further
Reflection
• When discussing these policies, what is the
vision for your school, and how does this
influence the way you understand the policies,
with regard to racial integration?
• How recently have you revised the school
vision and mission? Is this still appropriate in
relation to the Constitution and to the needs of
the new South Africa?
• Which of the policies referred to in this
chapter are available for educators and
parents to consult in your school?
• If these are not available, how will you obtain
them and make them available to others?
References
Constitution of the Republic of South Africa
1996.
Employment Equity Act 1998.
Employment of Educators Act 1998.
Language in Education Policy 1997.
Manifesto on Values, Education and Democracy
2001.
National Education Policy Act 1996.
Norms and Standards for Educators 2000.
Revised National Curriculum Statement for
Grades 0 – 9 2002.
South African Council for Educators Act 2000.
South African Qualifications Authority Act
1995.
White Paper 6: Special Needs Education
– Building an Inclusive Education and Training
System 2002.
White Paper on Education and Training 1995.

24. 17 Signposts - The Policies Guiding Integration in Schools

25. Portrait of an Integrated School 18
5
Portrait of an
Integrated School

26. 19 Portrait of an Integrated School
What a Casual Visitor Would song which begins:The Settlers came in days gone
by to this our land so dear,To live and die that you
See and I might work and prosper here.The matric class
of 2002, inspired by the efforts of some parents to
If, as a casual visitor, one visited a school, how raise awareness of their Khoekhoe heritage, and
especially by the return to South Africa of the remains
would one know that the school is integrated? of Sarah Bartmann, decided to donate to the school
Here are some concrete signs the casual visitor a ceramic mural depicting a herder encampment
might look out for: at the Cape in the late seventeenth century. The
people who were living in the vicinity at the time were
Amongst the learners the Cochoqua. The mural was placed on the wall
of a school building alongside a courtyard that was
re-named the Cochoqua Court at a ceremony on 25
Learners are not taught in streams dominated September 2002.
by racial, ethnic or religious classifications.
Deacon, J, 2002:122
Learners are not segregated according to colour
or language use at assembly. Learners of different
backgrounds interact freely during break. They
Language
would socialize together after school. The school
might have devised a programme to encourage
The school acknowledges in announcements
learners to get to know each other and to mix
and notices the main languages used by learners.
more freely after hours.
The school does not prohibit students from
speaking their home languages during breaks
Learners appear confident about their appearance,
or during sessions where learners are working
language and identity.
together. Learners are encouraged to learn
African languages, if they are speakers of other
Images on display
languages. African language speaking students
are provided with the opportunity to learn their
Decorations, displays, the school name and
home languages as first languages. Learners
motto, reflect the diversity of values and
for whom the main language used at the school
aspirations of all learners.
is not their first language, would be provided
with additional support, if this was needed,
Being South African
without being separated out of the academic
mainstream.
There is evidence of the school’s pride in the
local community as well as in being a part of
Educators and learners have made an effort to
South Africa. The national flag is displayed
pronounce names of learners from different
and the learners know and understand all verses
language groups accurately.
of the national anthem. The school celebrates
important national days, for example Freedom
School profile
Day, in addition to the important religious and
cultural days observed by learners at the school.
The teaching profile in racially mixed schools,
reflects the profile of students at the school. In
homogenous schools, there might be a diversity
What does it mean to be a 2
of educators in order for learners to experience
South African school?
something of other cultures. African teachers
The Settlers High School voluntarily ceased to be a are not employed solely to teach indigenous
whites-only school in 1990 to overcome the hurdle languages.
of racial prejudice. The majority of its learners today
are from the group previously classified as Coloured,
despite the now inappropriate words of the school

27. Portrait of an Integrated School 20
Diversity benefits all 2 devised ways to make learners aware of the
discriminatory nature of the materials it uses,
Port Elizabeth – The first day that the three white until new materials can be acquired.
girls made their appearance in a black school in the
informal settlement of KwaNoxolo near Bloemendal,
all the other children gathered around them. But three
Food and entertainment
days later, all the children played and learnt together
like old mates.According to their father, “The main Food in the feeding scheme, for school events
reason for my decision to send my daughters to the and in the tuck shop, reflects the diversity of
school was because they would learn more English, religious and cultural approaches of all the
and Xhosa will help them in their future”.Their father
was satisfied with the standard of the primary school
learners. Kosher, halaal or African traditional
once he checked their homework. He was very food is provided. End of term excursions and
excited when one of his daughters came to ask him other entertainment events reflect the aspirations
one day what a Xhosa word meant. of all the students. If students have radically
Beeld 14 June 2003 (translated from Afrikaans)
different interests, the school uses a combination
of dialogue and compromise to encourage the
learners to share in an inclusive entertainment
Leadership and management programme. Music played at school dances is
negotiated so that all learners participate and
The management team, school governing body are willing to compromise. The school does not
and learner representative council reflect the encourage outings for which only some learners
diversity of the school profile, in terms of race, can pay, and others are left behind.
language, social class and gender. Dialogue with
parents is welcome and meetings with parents Sports, arts and culture
and elections of School Governing Bodies take
place at times which are designed to occur when The school offers sporting codes that cater for
parents are available. the interests of all learners. There is a mix of
students in the school choir, and a broad range of
Curriculum genres are used in variety concerts. There is no
crude stereotyping, where it is predictable that
Educators make use of the opportunities African learners will be doing a gumboot dance,
provided in the new curriculum statements and Indian learners wearing saries and white learners
the curriculum renewal process, to promote doing the sakkie sakkie. The school participates
knowledge and consciousness of social justice in sporting and cultural events organized by the
and equity amongst learners. All learners, circuit, district or local community structures.
irrespective of language background, gender or
colour, are encouraged to take gateway subjects Dealing with special needs
such as mathematics and science. There is not a
large gap between the achievement levels of the The school has made provision for the special
students. If there is a large gap, due to previous needs of its learners, educators and parents. For
educational background, the school has devised example, it has ramps for wheelchairs - and if
an academic support strategy to try and narrow not, it has devised alternative ways for students
the gap in performance. to help each other navigate steps and other
difficult corners.
Support materials
Religious observance
The school uses learning and teaching support
materials which promote a respect for diversity. The school does not privilege the religious
If the school cannot afford new materials, it has observance of a particular group of students
at the school. While students are encouraged

28. 21 Portrait of an Integrated School
to share information and insights about their The Ethos of an Integrated
religions and cultures, religious differences are
not used to keep students apart from each other.
School
Students with specific religious requirements, for
A casual observer may be able to gauge the level
example, to wear a scarf or scull cap/yarmelka,
of integration at a school by observing some of
are allowed to do so.
the above phenomena. These are signs of an
underlying culture of respect and harmony at
The school makes provision for specific
the school. It is useful to paint the picture of this
religious observances requiring students to
underlying school culture as well.
observe outside school events, such as funerals
or mosque attendance on a Friday.
The school is functional
Discipline
The school is confident about the ability of
the institution to maintain a culture of quality
There is no evidence that one gender, racial or
teaching and learning. There is a culture of
social group is constantly being disciplined more
respect for learners and educators at school.
than another. Problems relating to discipline
Learners all feel acknowledged and respected,
affecting one group only have been investigated,
as do the teachers. Firm disciplinary boundaries
and solutions found through dialogue and
reduce the need for defensiveness and fear. Good
leadership.
administration and clear focus on the purpose of
education, i.e. teaching and learning, facilitate the
‘us’ and ‘them’
development of tools for negotiation, developing
respect and tolerance, and negotiating difficult
Conversations of educators or learners are not
situations. Educators feel sufficiently valued
constantly peppered with references to ‘us’
to be prepared to take on new challenges,
and ‘them’, ‘Abelungu’ or ‘we Africans’, as
experiment with teaching techniques or provide
if learners and educators have not begun to
extra support to learners. Learners are aware of
understand and appreciate each other as being
the goals to which they aspire, and feel supported
part of the same community.
to work towards these goals. A culture of safety
and pride encourages learners and educators to
Incidents
take risks, and to believe that their initiative will
be appreciated, their mistakes forgiven.
When discriminatory incidents do occur, these
are dealt with swiftly and in an appropriate
Integration leads to Improvement 2
manner. The learners have been taught skills
in standards
of conflict resolution, and appropriate responses
to complex situations have been discussed by I would lay my head on a block that in this school, if
educators in the staffroom or staff development anything, our standards have gone up. But I wouldn’t
workshops. Consultation with the provincial say that they’ve gone up necessarily because of
officials or members of the community has integration. They’ve gone up because, as a teaching
occurred. force in this school, as a result of integration, we’ve
had to sit down and think harder than we had to think
before. Arising out of that hard thinking has been far
Support better approaches to teaching. So you know, in an
indirect way I would say that integration itself has led
When dealing with the sometimes difficult to an improvement in standards.
issues of negotiating difference or dealing with Naidoo, J. 1996 p. 73
discrimination, learners and educators know to
whom they can turn if they need counselling or
support.

29. Portrait of an Integrated School 22
The school has embraced change have been called into question, and reshaped,
taking into account the national motto, “!KE
The school is enthusiastic about working towards E: /XARRA //KE -Unity in Diversity”. The
a new, inclusive culture. school culture is firmly rooted within the local
community, proud of its relationship to the rest
Advantages in Working for Change 2 of South Africa, and contributing to the African
renewal.
Advantages of consciously educating in ways that
break down divisions of the past and encourage How does one get a school to measure up to
inclusion and unity are that:
• everyone in the school and classroom is aware that this idealistic portrait? The suggestions for the
challenges need to be overcome; strategy for institutional change are contained
• everyone understands and feels comfortable with in Chapter 5, ‘Taking the School on a Journey’.
the value of integration; Chapter 6, ‘Towards a Common Future’,
• the school is a vibrant community where open provides suggestions on how teachers can equip
dialogue and constructive expressions of unique
perceptions and experiences are encouraged; and students to deal with integration.
• all learners are reaching their full and unique
potential. Questions for reflection
Centre for the Study on Violence and Reconciliation 2002 p. 39
• How does my school measure up to this
idealistic portrait of an integrated school?
Since change towards a more inclusive and open • Which elements are not evident in my
culture involves risk taking and moments of school?
discomfort at the interpersonal and institutional • What are the reasons for the absence of these
level, it has developed a support system for its elements?
educators and learners. • Which elements of this portrait present a
priority area for change at my school?
Integration enriches lives 2
I would just like to say that one of the things that
References
apartheid did was it separated us, and it made us
believe that we could never live together, that we Centre for the Study of Violence and
were really different. So I think it is a good thing that Reconciliation (CSVR) 2002.
our schools are integrated so that we can realize that Building Integrated Classrooms: An Educator’s
we have so much more in common than we have that Workbook. Johannesburg.
is different and we can learn to enrich each other’s
lives. There are things that you can teach me that
will enrich my life and I think there are things I can
Deacon, J. 2002. Heritage and African History.
teach you that will enrich your life … if only we can Discussion paper for Conference on History,
overcome that barrier. Memory and Human Progress organised by the
South African History Project.
Centre for the Study on Violence and Reconciliation 2002 p.41
Du Toit, F. 2003
Learning to Live Together; Practices of
An integrated school has a new culture Social Reconciliation. Institute for Justice and
Reconciliation (IJR) Cape Town.
An integrated school is not a school that
suppresses the culture and practices of the Naidoo, J. 1996.
minority learners. It does not look like a ‘fruit Racial Integration of Public High Schools in
salad’ or an accumulation of the sum total of the South Africa; A Study of Practices, Attitudes
different identities. Rather, it is a new, optimistic and Trends. EPU Research Paper. University of
and rejuvenated institution. All identities Natal, Durban.

30. 23 Portrait of an Integrated School

31. Taking the Whole School on a Journey - Strategies for Transformation 24
Taking the Whole
6
School on a Journey
Strategies for Transformation

32. 25 Taking the Whole School on a Journey - Strategies for Transformation
A successfully integrated school is one which We do not consider our school to be a perfect
has consciously embarked on a strategy for example of racial integration, but it does show our
willingness to change and become constructively
integration, rather than a school which hopes
involved. A principal like myself tends to become
to put out fires if - and when - they occur. This aware of and handle serious problems and be
chapter does not provide a blueprint for a strategy unaware of less serious incidents, which underlines
for integrating schools. As the principal quoted the importance of a school-wide culture of self-
in the box below states, there is no one recipe for evaluation and communal responsibility.I still believe
that most schools require help from the Education
success. All contexts are different, with differing
Department to deal with issues of racial integration.
needs and learner profiles. The chapter describes We also require help from the Department to protect
a menu of the nine steps a school might follow as us from opportunist political interventions during crisis
part of the change process: situations, and a sustainable model for successful
school-level intervention. We need a clear vision
of what a successfully integrated school is, and the
• acknowledge the need for action;
proactive training of school principals, management
• call in a facilitator; teams and governing bodies. We need training
• assess the problem; programmes aimed at altering entrenched attitudes
• get the views of all stakeholders; held by many educators in our communities.
• set up a group to work on a draft strategy; Adapted from DoE 1999 p.5/6
• develop a strategy;
• get support for the strategy;
• set up a group for implementation and
monitoring; Acknowledge the Need for
• review the progress of the strategy; and Action
• celebrate your achievements.
A strategy tends to be successful when all those
Building upon difference 2 involved believe it is necessary All schools
require a strategy on promoting inclusivity. All
One incident at our school involved 8% of learners of schools are diverse in one sense or another: there
colour in 1995. The protest was about one student, are schools with students from different linguistic
and made front page of the London Times. Since
this time we embarked on a thorough process
and ethnic backgrounds, schools with learners
of transformation:First of all there was no single, from mixed income groups, schools with girls
ready-made way of dealing with the problem that we and boys. Even if the school does not believe
could simply copy and adapt – to us this means that its learner population is mixed, it is still part of
national or provincial policies cannot be imposed top the duty of the school is to prepare its learners to
down, in an inflexible manner.We set up structures at
school to encourage continuous dialogue and self-
participate in and contribute to the development
evaluation at all levels in the school. We involved of an integrated and harmonious South Africa.
all stakeholder groups. This critical self-evaluation
and willingness to change and entertain new ideas
became institutionalized, and continues to be a
Call in a Facilitator
feature of the ethos of the institution.We identified
common goals through a process of consultation, If the leadership at a school feels they do not
so that learners and staff felt they had a common have the expertise - or groups are too polarised
purpose. All aspects of the school had to be reviewed - to develop the strategy, they might call in a
and new policies were developed on a continuous
basis to ensure that the school was serving the
facilitator. The facilitator could be drawn from
interests of its community. During this process we the district, a consultancy or a non-governmental
realized that recognizing and building upon individual organisation (NGO). A list of resource agencies
differences was far more beneficial and effective than is provided in Chapter 8. The school should
ignoring these. We also felt that integration could not involve the Provincial Department of Education
be forced upon the members of various groups, since
individuals were entitled to choose to associate with
in this process.
whomsoever they wished.